An Analysis of Students Who Represent Missed Opportunity for Diversifying STEM Fields

ABSTRACT Although many students exhibit interest and demonstrate academic preparedness in math and science, a significant proportion of students do not major in science, technology, engineering, and mathematics (STEM) fields. These students encounter systemic barriers to STEM opportunities related to their intersecting gender and racial/ethnic identities. This study uses intersectionality theory and Tinto's model of student departure to explore students' academic and social experiences and investigate structural factors which restrict their access to STEM participation. Surveys and interviews with students from six universities in North Carolina revealed that STEM fields often fail to attract a broad range of students due to inadequate academic support and students' perceptions of these disciplines as unwelcoming or uninteresting. The findings offer practical recommendations for improving diversity in STEM majors and emphasize the critical need for universities to address diverse students' values and aspirations as well as actively promote the benefits and opportunities offered by science and STEM fields more broadly.